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RCTQ

What is your
greatest strength
as a teacher?

“You will find that my


greatest strength is that I
have no weaknesses…”

Artist: Naylor, Jim


RPMS SELF-ASSESSMENT TOOLS
RCTQ

Objectives

• Define SAT-RPMS

• Familiarize themselves with the different


SAT-RPMS forms and its purpose

• Accomplish the SAT-RPMS and prepare the


IPCRF-Development Plans based on the
results of the SAT-RPMS
RPMS SELF-ASSESSMENT TOOLS
RCTQ
RPMS SELF-ASSESSMENT TOOLS
RCTQ

Self-Assessment Tool
(SAT-RPMS)
RPMS SELF-ASSESSMENT TOOLS
RCTQ

The Self-Assessment Tool is a common tool for


assessing teacher performance that can be used as a
starting point for informal purposes of self-reflection to:

• clarify performance expectations and determine


which competencies to focus on;
• monitor the progression or improvement of teacher
competencies;
• validate whether the interventions provided are
effective; and
• guide discussions about goal-setting and
professional development needs.
RPMS SELF-ASSESSMENT TOOLS
RCTQ

What are the Self-Assessment Tools


(SAT-RPMS)?

The Self-Assessment Tools-RPMS (SAT-RPMS)


comprises two different self-assessment questionnaires
within the RPMS designed for Teacher I-III and Master
Teacher I-IV to reflect on the different performance
indicators that relate to their professional work.

It is meant to support teacher performance and


professional growth.
RPMS SELF-ASSESSMENT TOOLS
RCTQ

SAT-RPMS
There are two SAT-RPMS:
1) SAT-RPMS for Teacher I-
III (Proficient Teachers) ;
and 2) SAT-RPMS for
Master Teacher I-IV (Highly
Proficient Teachers).
There are 13 objectives in
the SAT-RPMS, including
the Plus Factor. These
objectives are aligned
with the objectives listed
in the RPMS Tools.
RPMS SELF-ASSESSMENT TOOLS
RCTQ

Parts of the SAT-RPMS


Demographic Profile Objectives

Cover Page
Page 205-206
RCTQ
RCTQ

Now let us look at the RPMS Manual.

Please turn to page 74.


RPMS SELF-ASSESSMENT TOOLS
RCTQ

How do you take the SAT-RPMS?


Step 1: Determine your corresponding SAT-RPMS.

• If you are a Teacher I, Teacher II or


Teacher III, use the tool for SAT-RPMS
for Teacher I-III.
• If you are Master Teacher I, Master
Teacher II, Master Teacher III and
Master Teacher IV, use the tool for
Master Teacher I-IV.
• Senior High School teachers shall use
the SAT-RPMS corresponding to their
current rank/position, regardless of the
years in service.
RPMS SELF-ASSESSMENT TOOLS
RCTQ

How do you take the SAT-RPMS?


Step 2: Take the SAT-RPMS
appropriate to your position.

Accomplish Part I: Demographic Profile


by ticking the item that describes you.

In Part II: Objectives, shade the


circle that corresponds to the rating
you give yourself for each indicator
according to the level of your
capability and development priority.
Page 205-206
RCTQ
RPMS SELF-ASSESSMENT TOOLS
RCTQ

How do you take the SAT-RPMS?


Continuation…
Step 2: Take the SAT-RPMS appropriate to your
position .

You may also write your comments, if you have any, about
the indicators in the box provided at the end of SAT-RPMS
page. See Figure 6.8.
RPMS SELF-ASSESSMENT TOOLS
RCTQ

How do you take the SAT-RPMS?


Step 3: Discuss with your Principal
the results of your SAT-RPMS.

After taking the SAT-RPMS, discuss


with your Principal your development
plan based on the results of your self-
assessment.
Sample Development Plan
RCTQ

See page 42
RCTQ

Note: An electronic system will be given as a


supplemental material. The system supports
schools in analyzing school-wide SAT data of
teachers to help plan for teachers’ professional
development.
RCTQ

Self-Assessment Tools
in the RPMS Cycle
RCTQ

Self-Assessment
Tools in the
RPMS Cycle
RCTQ

Self-Assessment
Tools in the
RPMS Cycle
Phase 1: Performance Planning and Commitment
RCTQ

The teacher prepares the Development Plan based on the


results of SAT-RPMS.
See page 42
Phase 1: Performance Planning and Commitment
RCTQ

The teacher prepares the Development


Plan based on the results of SAT-RPMS.
The teacher can reflect in the plan as
development needs the objectives that rated
“Low” in terms of level of capability, or “High” or
“Very High” in terms of priority for development.

The teacher discusses the Development Plan with the


Principal.

The teacher and the Principal come to an agreement


about the final Development Plan.
RCTQ

Self-Assessment
Tools in the
RPMS Cycle
Phase 2: Performance Monitoring and Coaching
RCTQ
Appendix F

PERFORMANCE MONITORING AND COACHING FORM See page 37


IMPACT ON JOB/ACTION SIGNATURE
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
PLAN (RATER/RATEE)

175
RCTQ

Self-Assessment
Tools in the
RPMS Cycle
RPMS PORTFOLIO ASSESSMENT PROCESS
RCTQ

The DP based on the SAT-RPMS can be used to gauge the impact


of interventions, monitoring and coaching on the teacher’s actual
performance (IPCRF overall rating).

See page 35
RCTQ

Self-Assessment
Tools in the
RPMS Cycle
RPMS SELF-ASSESSMENT TOOLS
RCTQ

The IPCRF-DP shall be updated during Phase 4: Performance


Rewarding and Development Planning and shall be informed by
the actual ratings of the IPCRF in Phase 3: Performance Review
and Evaluation.

The results can inform various development interventions in


preparation for the next school year, such as In-Service Training
(INSET) Orientation/Teacher Induction Program (TIP).

Both the teacher and the Principal may also refer to the
Development Plans in the monitoring and coaching of the
teacher’s performance and in providing the necessary
interventions
RPMS SELF-ASSESSMENT TOOLS
RCTQ

The teacher should assess his or her own performance prior to the
beginning of the year (Performance Planning and Commitment) and reflect
on his or her performance throughout the RPMS Cycle.

The results of self-assessment will guide the teacher and the principal on
which indicators of the RPMS the teacher must improve and need coaching
and mentoring.
RCTQ

Application
Activity 1: Provide the participants the SAT-
RPMS. Each small group shall be assigned a
SAT-RPMS to be used.

Allow the participants to reflect on their teaching


practice using the SAT-RPMS assigned to their
group. Ask them to accomplish the form.
RCTQ

Application
Activity 2: Request the participants to find a
partner. Let them choose who between them will
play the role of the teacher and the Principal.

Provide them the Part IV: Development Plan of


the IPCRF (IPCRF-DP) Form. Ask them to
accomplish the form based on the results of their
SAT-RPMS and their discussion with their
partner.
RCTQ
RCTQ
RCTQ

Developed through the Philippine National


Research Center for Teacher Quality (RCTQ)
RCTQ

Presentation slides

Dr. Gina O. Gonong


Director, RCTQ

Dr. John Pegg


Director, UNE-SiMERR, Australia

Michael Wilson I. Rosero


Senior Research Officer, RCTQ